Reflect/Respond to lit, cite evidence RL. 9-10/11-12 .1
Increase vocabulary RL. 9-10/11-12 .4
Discuss details and concepts from the text. SL.9-10/11-12 .5&6
Analyze author's work RL. 9-10/11-12 .5&6
Analyze characters RL. 9-10/11-12 .3
Analyze theme RL. 9-10/11-12 .10
Compare/Relate w/other author's works RL. 9-10/11-12 .7
Compare/Relate w/other media (artistic and literary) RL. 9-10/11-12 .9
Other standards incidental to activities
Essential Question:
How much freedom should be sacrificed for comfort and security?
How much individual freedom should be sacrificed for the common good?
Who decides how much freedom to sacrifice?
Note: Lessons are not necessarily one day’s worth of content.
Lesson 1 How to use Kindle
Objectives: Use technology Read text Respond to literature (reflection)
CCCS: RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. RL.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Activities:
Introduce use of Kindle and its features:
Finding your book
Selecting text options
Highlighting text
Tracking where you are (not pages)
Unknown words - dictionary feature
Notes added to text
Explain expectations of Kindle Use:
Read for uninterrupted period of time using Kindle
Reflection on what was read (Reflection Sheet)
Note date, time began and stopped, location
Note 3 unknown words and define (use Kindle features)
Write a summary of daily reading
Lesson 2 Before Reading Matched
Objectives:
Engage in Discussion of EQ Use technology (Kindle) Read text Develop vocabulary Respond to literature (reflection) Explore Literary Genres Read Informational Text
CCCS: RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text(e.g., how Madison defines faction in Federalist No. 10). RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Activities:
Introduce dystopia setting Cloze/Close Reading Text Compare contrast dystopia with utopia (Venn) Discuss Text features of Literature (fiction)
Lesson 3 Reading Matched; Analyze Characters
Objectives:
Analyze Characters Make Inferences Respond to literature (reflection) Develop vocabulary Read Informational Text
CCCS: RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.11-12.3.. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Activities:
Discuss selected quotes of characters’ dialogue Analyze quotes for character traits (paper) Read for uninterrupted period of time – Kindle
Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading
Lesson 4 Reading Matched
Objectives:
Examine Point of View (POV)-(Narrative) Analyze Visuals – Interpret and Respond Respond to literature (reflection) Develop vocabulary
CCCS: RL.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Activities:
Discuss POV (Narrative) Analyze text for POV Discuss first person POV Analyze and discuss book cover Read for uninterrupted period of time - Kindle
Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading
Lesson 5 Reading Matched
Objectives:
Connect Reading to Real Life Analyze Author’s Choices Respond to literature (reflection) Develop vocabulary
CCCS: RL.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
Activities:
Discuss cultural elements: dating, choosing a mate, family heirlooms Analyze author’s use of words and alternate definitions: artifacts, match, etc. Read for uninterrupted period of time - Kindle
Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading
Lesson 6
Objectives: Read Informational Text Scheme: Background Knowledge
CCCS: RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Activities: Explore silk production Cloze/Close Reading
Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading
Lesson 7
Objectives:
Examine author’s use of source material Analyze poetry Compare themes Analyze across mediums Examine and Compare POV
CCCS: RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.11-12.6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Activities: Discuss Condie’s use of poetry in the plot Discuss Censorship and Banning Books Review list of books that have been banned and why Read and Discuss Do Not Go Gently by Dylan Thomas that was banned in the story View a PowerPoint of the poem (teacher made) View a segment of Dangerous Minds (movie) that discusses the poem Analyze Thomas’ choices of literary features and devices Discuss POV in the poem Read about Dylan Thomas and why he wrote this poem Read and Discuss Crossing the Bar by Alfred Lord Tennyson that was also banned Read about Tennyson and why he wrote this poem Discuss POV in the poem Read and Discuss Death Shall Have No Dominion by Dylan Thomas View a PowerPoint of the poem (teacher made) Discuss meaning and theme. Discuss POV in the poem Compare with Do Not Go Gently, Thomas’ other poem in the lesson Read and Discuss Because I Could Not Stop for Death by Emily Dickinson View a PowerPoint of the poem (teacher made) Discuss meaning and theme. Discuss POV in the poem Review Stopping by Woods on a Snowy Evening by Robert Frost (read earlier this year) View a PowerPoint of the poem (teacher made) Discuss POV in the poem in relation to others Read about Frost and why he wrote this poem Discuss why the Society kept this poem as one of “The Hundred Poems” Make a poster on Glogster about at least one of the poems Compare POV from the poems and the book Matched (Rage, Defiance, Acceptance, and Anticipation) Compare two well known painting that connect to Matched (a woman in green by two different artist who were part of different art movements: art deco and impressionist) painting are on wiki.
Lesson 8
Objective:
Analyze Symbolism
Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading
CCCS: RL.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from arrange of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from arrange of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Activities:
Analyze text significant symbols Discuss possible symbol representations Reflection on what was read (Reflection Sheet) Note date, time began and stopped, location Note 3 unknown words and define (use Kindle features) Write a summary of daily reading
Lesson 9
Objective: Read Text Analyze Author’s Choices
CCCS: RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. RL.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Activities: Guided Reading (of passages from Matched) Cooperative Learning Pairs Identify author’s use of imagery (senses it draws from) Discuss findings Independent Practice (of passages from Matched) Choose a favorite passage using imagery and create a graphic image
Lesson 10
Objective: Review Plot Use Technology Answer content based questions
CCCS: RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Activities: On-line quizzes about Matched – For missed questions, locate in text the correct answer and document where it was found. View PowerPoint on plot events, discuss and take notes
Assessment
Written test including: Text Dependent Questions (analyze) Plot Content/Right There Questions (multiple choice) Cross Media Questions (compare)
Differentiation:
For students who are struggling reading the text will be offered one-on-one assistance in the form of discussion and summaries. Assignments will be scaffolded as need to allow for each student to be successful.
Students who finished Matched ahead of the others, will be permitted to continue with the next book in the series, Crossed. They will be asked to describe how the POV structure is different than Matched and required to provide text evident of this difference from both texts. If that is completed the finial book of the series, Reached, will be allowed in the same manner. They will get extra credit for these assignments.
- Lesson Plans
Teacher: Mann- DalePlan: Matched by Ally Condie Group: Orange
Primary CCCS Standards Covered
Essential Question:
- How much freedom should be sacrificed for comfort and security?
- How much individual freedom should be sacrificed for the common good?
- Who decides how much freedom to sacrifice?
Note: Lessons are not necessarily one day’s worth of content.Objectives:
Use technology
Read text
Respond to literature (reflection)
CCCS:
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
RL.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Activities:
Introduce use of Kindle and its features:
Explain expectations of Kindle Use:
Objectives:
Engage in Discussion of EQ
Use technology (Kindle)
Read text
Develop vocabulary
Respond to literature (reflection)
Explore Literary Genres
Read Informational Text
CCCS:
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text(e.g., how Madison defines faction in Federalist No. 10).
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Activities:
Introduce dystopia setting
Cloze/Close Reading Text
Compare contrast dystopia with utopia (Venn)
Discuss Text features of Literature (fiction)
Objectives:
Analyze Characters
Make Inferences
Respond to literature (reflection)
Develop vocabulary
Read Informational Text
CCCS:
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.11-12.3.. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Activities:
Discuss selected quotes of characters’ dialogue
Analyze quotes for character traits (paper)
Read for uninterrupted period of time – Kindle
Reflection on what was read (Reflection Sheet)
Note date, time began and stopped, location
Note 3 unknown words and define (use Kindle features)
Write a summary of daily reading
Objectives:
Examine Point of View (POV)-(Narrative)
Analyze Visuals – Interpret and Respond
Respond to literature (reflection)
Develop vocabulary
CCCS:
RL.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Activities:
Discuss POV (Narrative)
Analyze text for POV
Discuss first person POV
Analyze and discuss book cover
Read for uninterrupted period of time - Kindle
Reflection on what was read (Reflection Sheet)
Note date, time began and stopped, location
Note 3 unknown words and define (use Kindle features)
Write a summary of daily reading
Objectives:
Connect Reading to Real Life
Analyze Author’s Choices
Respond to literature (reflection)
Develop vocabulary
CCCS:
RL.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
Activities:
Discuss cultural elements:
dating, choosing a mate, family heirlooms
Analyze author’s use of words and alternate
definitions: artifacts, match, etc.
Read for uninterrupted period of time - Kindle
Reflection on what was read (Reflection Sheet)
Note date, time began and stopped, location
Note 3 unknown words and define (use Kindle features)
Write a summary of daily reading
Objectives:
Read Informational Text
Scheme: Background Knowledge
CCCS:
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Activities:
Explore silk production
Cloze/Close Reading
Reflection on what was read (Reflection Sheet)
Note date, time began and stopped, location
Note 3 unknown words and define (use Kindle features)
Write a summary of daily reading
Objectives:
Examine author’s use of source material
Analyze poetry
Compare themes
Analyze across mediums
Examine and Compare POV
CCCS:
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RL.11-12.6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Activities:
Discuss Condie’s use of poetry in the plot
Discuss Censorship and Banning Books
Review list of books that have been banned and why
Read and Discuss Do Not Go Gently by Dylan Thomas that was banned in the story
View a PowerPoint of the poem (teacher made)
View a segment of Dangerous Minds (movie) that discusses the poem
Analyze Thomas’ choices of literary features and devices
Discuss POV in the poem
Read about Dylan Thomas and why he wrote this poem
Read and Discuss Crossing the Bar by Alfred Lord Tennyson that was also banned
Read about Tennyson and why he wrote this poem
Discuss POV in the poem
Read and Discuss Death Shall Have No Dominion by Dylan Thomas
View a PowerPoint of the poem (teacher made)
Discuss meaning and theme.
Discuss POV in the poem
Compare with Do Not Go Gently, Thomas’ other poem in the lesson
Read and Discuss Because I Could Not Stop for Death by Emily Dickinson
View a PowerPoint of the poem (teacher made)
Discuss meaning and theme.
Discuss POV in the poem
Review Stopping by Woods on a Snowy Evening by Robert Frost (read earlier this year)
View a PowerPoint of the poem (teacher made)
Discuss POV in the poem in relation to others
Read about Frost and why he wrote this poem
Discuss why the Society kept this poem as one of “The Hundred Poems”
Make a poster on Glogster about at least one of the poems
Compare POV from the poems and the book Matched
(Rage, Defiance, Acceptance, and Anticipation)
Compare two well known painting that connect to Matched (a woman in green by two different artist who were part of different art movements: art deco and impressionist) painting are on wiki.
- Lesson 8
Objective:Analyze Symbolism
Reflection on what was read (Reflection Sheet)
Note date, time began and stopped, location
Note 3 unknown words and define (use Kindle features)
Write a summary of daily reading
CCCS:
RL.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from arrange of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from arrange of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Activities:
Analyze text significant symbols
Discuss possible symbol representations
Reflection on what was read (Reflection Sheet)
Note date, time began and stopped, location
Note 3 unknown words and define (use Kindle features)
Write a summary of daily reading
Objective:
Read Text
Analyze Author’s Choices
CCCS:
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
RL.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Activities:
Guided Reading (of passages from Matched)
Cooperative Learning Pairs
Identify author’s use of imagery (senses it draws from)
Discuss findings
Independent Practice (of passages from Matched)
Choose a favorite passage using imagery and create a graphic image
- Lesson 10
Objective:Review Plot
Use Technology
Answer content based questions
CCCS:
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Activities:
On-line quizzes about Matched – For missed questions, locate in text the correct answer and document where it was found.
View PowerPoint on plot events, discuss and take notes
- Assessment
Written test including:Text Dependent Questions (analyze)
Plot Content/Right There Questions (multiple choice)
Cross Media Questions (compare)
Differentiation:
For students who are struggling reading the text will be offered one-on-one assistance in the form of discussion and summaries. Assignments will be scaffolded as need to allow for each student to be successful.
Students who finished Matched ahead of the others, will be permitted to continue with the next book in the series, Crossed. They will be asked to describe how the POV structure is different than Matched and required to provide text evident of this difference from both texts. If that is completed the finial book of the series, Reached, will be allowed in the same manner. They will get extra credit for these assignments.